Video Modeling Intervention

Transcription

1 LASARD Workgroup # 4 1 Video Modeling Intervention Aleksandra Hollingshead Tuesday, November 15 th :00-4:00 p.m.

2 Agenda: Warm-up quiz Overview of video modeling Steps of video models creation Examples Mid-way quiz Traditional video modeling vs. mobile technology Examples of mobile video models Q&A 2

3 Warm-up quiz: Please turn on your microphones 1) True or False: Video modeling is an evidence-based practice. TRUE 3 2) True or False: In order to implement video modeling you need a special certification and a license FALSE

4 Warm-up quiz: 3) True or False: Video modeling is often a very effective strategy for students with autism. 4 TRUE 4) True or False: Video modeling is very difficult to implement and takes lots of time. FALSE

5 What is video modeling? 5 Video modeling is a teaching strategy in which a teacher shows a video of desired behaviors or interactions to an individual student or small group of students. The student imitates the behavior or interaction when in the appropriate situation (Bellini, Akullian, Hopf, 2007).

6 What does it really look like? 6 Let s watch an example of video modeling of brushing teeth: 1. Click on the link provided in your invitation 2. Pick Brushing Teeth link 3. Click Play Here are some examples of commercial videos of brushing teethlinks in the resource page!

7 What does the research say? Skill Authors Participants Age Setting Social Engagement Social Initiations Tantrums Language Getting Ready for School Eating lunch and cleaning up Bellini, Akullian, & Hopf, males with autism 4-5 years old Preschool classroom Buggey, students with autism 5-11 years Private school classroom old Buggey, male student with Asperger s Syndrome & ODD Buggey, male student with moderate autism Schedules Cihak & Ayres, students with autism (3 males, 1 female) Within school Cihak, Fahrenkrog, Ayres, & 4 individuals with autism transitions Smith, 2010 (3 male, 1 female) Independent Davies & Stock, adults with intellectual Decision Making disabilities Classroom Rules Lang, Shogren, Mackalicek, Rispoli, O Reilly, Baker, & Regester, 2009 Perspective Taking Skills LeBlanc, Coates, Daneshvar, Charlop-Christy, Morris, & Lancaster, year old home 8 years old Lunch room years old Special education classroom 6-8 years old Across settings in elementary school years Office building for old supported employment 2 males with Asperger s Syndrome 5 years old Small, private, specialized school 3 males with autism 7-13 years old Afterschool program for one student Special education classroom for 2 students Compliment Giving Lowy-Apple, Billingsley, Schwartz, & Carr, males with autism 5 years old Preschool classroom Fire Extinguishing Mechling, Gast, & Gustafson, students (2 females and 1 male) with intellectual disabilities years old Kitchen and barbeque area of apartment Social Initiations Nikopoulos & Keenan, males with autism 7-9 years old Experimentation room and play room Social Sequences Nikopoulos & Keenan, males with autism 6-7 years old Assessment room within a specialized school 7 (Carnahan, Basham, Christman, & Hollingshead. (in press). Overcoming Challenges: Going Mobile with Your Own Video Models. Teaching Exceptional Children.)

8 What does the research say? (cont d) Self-help skills Norman & Collins, students (1 female with Down Syndrome, 1 male with Down Syndrome and 1 male with autism, ADHD and moderate cognitive disabilities) Transition Related Tasks Conversation Skills Daily Living Skills Microwave Use Daily Living Spontaneous Requesting Riffel, Wehmeyer, Turnbull, Lattimore, Davies, Stock, & Fisher, 2005 Sherer, Pierce, Paredes, Kisacky, Ingersoll, & Schreibman, 2001 Shipley-Benamou, Lutzker, & Taubman, 2002 Sigafoos, O Reilly, Cannella, Upadhyaya, Edrisinha, Lancioni, Hundley, Andrew, Garver, & Young, 2005 VanLaarhoven, Kraus, Karpman, Nizzi, & Valentino, individuals (2 females with moderate mental retardation 1 male with autism and OCD 1 female with Prader Willi Syndrome) 8-12 years old years old 5 males with autism 3-11 years old 3 individuals with autism (2 males, 1 female) 3 adult males with developmental disabilities 2 males with autism and mild to moderate intellectual disabilities Self contained special education classroom Cafeteria Dining room Local restaurant Home For 4 students at home For 1 student at home and research laboratory 5 years old Assessment room year olds years old Kitchen Across settings in middle school Yingling & Wert, males with autism 3-6 years old Preschool classroom (Carnahan, Basham, Christman, & Hollingshead. (in press). Overcoming Challenges: Going Mobile with Your Own Video Models. Teaching Exceptional Children.)

9 WHO are the recipients and the actors? According to the National Autism Center: Modeling is effective for students of ages between three and eighteen It is effective for children with the Autism Spectrum Disorders 9 Video modeling and video self-modeling are both effective means of providing a visual representation of a desired behavior or skill (Sherer et al., 2001). Self Other Peer Adult

10 What does video self-modeling look like? 10 Let s watch another example 1. Click on the link provided in your invitation 2. Pick Leisure Self Model link 3. Click Play Self-modeling may require significant editing of the video by the educator in order to make the student appear successfully perform the task independently (National Autism Center, Evidence-Based Practice and Autism in the Schools. org/pdf/nac%20ed%20manual_ FINAL.pdf)

11 What are the advantages and disadvantages? 11 Advantages: Disadvantages: Addresses the needs of students with ASD for visual representation Saves time! Supports individualized instruction Provides control through editing Applicable in a variety of settings Requires a certain level of attention from the student Attention and motivation are essential to observational learning. If a child does not attend to a model, she will not be able to imitate the model s behavior (Bellini S., Akullian J. 2007)

12 What are the steps of video model creation? Identify target behavior 2. Obtain necessary permission 3. Interview parents and observe the child 4. Select and train models 5. Prepare equipment and setting 6. Record target behavior 7. Edit the video 8. Collect baseline data 9. Show the video clip of desired behavior 10. Collect intervention data and graph data Let s talk about the Video Implementation Checklist 11. Promote maintenance and generalization (Banda, Matuszny, Turkan, 2007)

13 Half-time quiz 13 What is the first step to video modeling? a) Collect intervention data b) Obtain permissions c) Train the actors d) Identify target behavior

14 Half-way quiz What is one disadvantage identified in research on video modeling? a) It is expensive to implement b) It takes a long time to implement c) It requires a certain level of attention from a student d) It is not effective for students on the spectrum 14

15 Half-way quiz For what target behaviors has video modeling been shown to be effective? a) Social skills b) Daily living skills c) Self-help skills d) All of the above 15

16 What does it look like in practice? Let s watch an example of a video for getting dressed Click on the link provided in your invitation 2. Pick Getting Dressed link 3. Click Play

17 Why is traditional video modeling getting replaced by mobile technology? 17 Learners view appropriate social interactions in one room and then were required to go to another room to play and demonstrate the skill of the video (Nikopoulus, Kennan, 2004). With advances in technology, video modeling can become more efficient and effective in addressing the needs of diverse students (Nikopoulos, Kennan, 2007).

18 Ease of What are the advantages of mobile technology? Editing digital video clips Start/stop/restart Touch screen availability Social acceptance of ipod and ear buds Video at home, school, work, public transportation 18 Transitioning to audio only Hearing prompts through ear bud Start and stop on ear bud

19 What apps are out there? 19 Conover Company App

20 What would a mobile video modeling look like in practice? Example of work at desk video modeling Click on the link provided in your invitation 2. Pick Work at Desk ipod link 3. Click Play

21 Are there any practical solutions you might need? Video formats compatible with Apple devices:.m4v,.mp4,.mov,.avi. For additional specifications on formats per device, see support.apple.com/specs Video formats produced by a Flip Camera:.mp4 Video formats produced by an Android phone camera:.3gp,.mp4. 21 Using a Mac computer, access imovie program to upload the videos to, and to convert/ share to other extensions compatible with the mobile devices Using a PC, go to and get Any Video Converter, a freeware program to convert video between device formats

22 Questions? Does anyone currently use video modeling in their classrooms? 22 What skills do you teach utilizing this intervention? What benefits or problems would you like to share?

23 References: Banda, D., Matuszny, R., Turkan, S. (2007). Video Modeling Strategies to Enhance Appropriate Behaviors in Children with Autism Spectrum Disorders. Teaching Exceptional Children, 39 (6), Bellini, S., Akullian, J. & Hopf, A. (2007). Increasing Social Engagement in Young Children with Autism Spectrum Disorders Using Video Self-Modeling. School Psychology Review, 36(1), Buggey, T. (2005). Video Self-Modeling Applications With Students With Autism Spectrum Disorder in a Small Private School Setting. Focus on Autism and Other Developmental Disabilities, 20(1), Carnahan, C., Basham, J., Christman, J., & Hollingshead, A. (in press). Overcoming Challenges: Going Mobile with Your Own Video Models. Teaching Exceptional Children Nikopoulos, C. & Keenan, M. (2004). Effects of Video Modeling on Social Initiations by Children With Autism. Journal of Applied Behavior Analysis, 37(1), Nikopoulos, C.K. & Keenan, M. (2007). Using Video Modeling to Teach Complex Social Sequences to Children with Autism. Journal of Autism and Developmental Disorders, 37(1), Sherer, M., Pierce, K., Paredes, S., Kisacky, K., Ingersoll, B. & Schreibman, L. (2001). Enhancing Conversation Skills in Children with Autism via Video Technology; Which is Better, Self or Other as a Model?. Behavior Modification, 25(1),

24 Resources Additional resources regarding video modeling can be found at: LASARD Social Interaction Module: 24 National Professional Development Center on Autism Spectrum Disordersbriefs can be found at: OCALI Module on Video Modeling (coming soon): You Tube videos for brushing teeth:

25 Thank you for participating in today s LASARD Workgroup: Today one person should Bambi Polotzola at bpolot@lsuhsc.edu with the names of those who participated in the group. That person will receive an within the next two weeks with the CEU certificates of all persons in the group and will be asked to disseminate to their group. Each person will receive a follow-up with additional resources. In the follow-up you will receive a link to a survey, each participant is expected to complete that survey. The next Workgroup on Effectively Utilizing Paraeducators will be on Tuesday, Dec. 6 at 1Pm. Register by Dec. 2 to participate in this Workgroup.